Costa Rican Sea Turtles
by Leonard Choi

Unit of Study:

  1. Student will read One Tiny Turtle by Nicola Davies
  2. Students will use TrackStar to navigate Internet learning about:
    1. Leatherback sea turtles
    2. A need for conservation
    3. What we can do in conservation efforts.
    4. Research careers in conservation
  3. Create an eco-tourism brochure for Leatherback Sea Turtles (Culminating Task)

Lesson 1: Student will read One Tiny Turtle by Nicola Davies

Objective: After completing this lesson, students should be able to:
1. The lifecycle of oceanic turtles particularly females.
2. Life of the Loggerhead sea turtle.


Materials Needed:
One Tiny Turtle by Nicola Davies books for each groups

Procedures:
This Lesson is an introduction (hook) into leatherback sea turtles and conservation.

Each group will receive a copy of One Tiny Turtle by Nicola Davies to read. Each group must read aloud together and read with Mr. Choi.

Evaluation:
Ask questions about the story (What kind of sea turtle is this story about? Etc…) Share some thoughts and comments they have about sea turtles.

Conclusions:
Students will have some knowledge of the life cycle of sea turtles.

Lesson 2: Students will use TrackStar to navigate Internet learning about:
  • Leatherback sea turtles
  • A need for conservation
  • What we can do in conservation efforts.
  • Research careers in conservation
Objective: After completing this lesson, students should be able to:
  1. The lifecycle of the leatherback sea turtles, their biological structure and why they are endangered.
  2. Conservation research and issues.
  3. Personal involvement in conservation.
  4. Learning about a career as a conservationist.
Materials Needed:
Procedures:
Students will be given a worksheet (PDF) to fill out while going through TrackStar. Each question must be answered completely. Prior to students working on the worksheet, they must look up key vocabulary words in a dictionary.

Evaluation:
Students will be given a Costa Rican Sea Turtles WORKSHEET (PDF) and it must be turned in after they complete it.

Students will be sharing their future ideas and thoughts as conservationists.

Conclusions:
Students will have some knowledge of the life cycle of leatherback sea turtles, conservation efforts and issues, practical ways we can get involved, and conservation careers.

Lesson 3: Eco-Tourism brochure for Leatherback sea turtles (Culminating Task)

Objective: After completing this lesson, students should be able to:
1. Create an eco-tourism brochure for visiting Leatherback sea turtles at Playa Grande.
2. Students will find additional pictures in TrackStar.
Materials Needed:
  • Paper and pencil
  • Color pencil, markers, crayons, etc…
  • Sample travel brochures
  • Internet access
  • Clean 8.5 X 11 paper for the brochure
Procedures:
Students will be working in their Learning Communities (3-4 member groups)

Tell the students that they are part of an advertising agency. Parque Nacional Las Baulas called me to have a brochure done. They have committed a free all expense paid trip to the National Park to the winning group to experience first hand, leatherback sea turtles. Their assignment is to create the most informative and colorful brochure. They are to advertise the rich environments of Costa Rica (Estuaries, Mangroves, wildlife, plant life, etc…) and should high light what they are expected to see. Other information such as cost, accommodations, etc…should be included. Make the brochure eye-catching.

Students will take their own sheet of paper and fold them into thirds. They need to write their items as they see fit. Examine the sample travel brochures for information and details. Students can also use Microsoft Publisher, Hyperstudio, etc… if they are want too. Students will also revise their writing with a partner and the final draft must be done in black or blue pens.

Evaluation:
Students will present their brochures to the class. They will also be graded based on a rubric scale listed below:

4 • Very organized and well supported brochure
• Very neat and complete
• A few or no mistakes in English Conventions
3 • Organized and supported
• Neat and complete
• Limited errors in English Conventions
2 • Most work is organized and well supported
• Most work is neat and complete
• Mistakes found in the brochure
1 • Brochure is somewhat organized and supported
• Work can be neater and completed
• Many mistakes found in the brochure


Conclusions:
Students must use all knowledge acquired from the previous lessons to finish this part of the project. Students will be presenting them to their fellow classmate and I will assign a colleague to judge the best brochure.

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